your role as an interviewer is to interview within parameters
you need to know how to do that (shift) and have flexibility
you cannot totally remove your own self-interest
you'll always direct the conversation--it's not likely to be an open-ended conversation (you are probably not Studs Terkel)
=
What was new learning for you about reading?
individuals having multivocality
preparation and self-awareness become critical to reducing bias
integrating the whats and the hows of the interview
understanding is recognizing that this is an interpretive act and you need to have a certain level of understanding--it's not just what was said, but how it was said
= How do you see yourself using interview as a research tool?
Lori--doing possible focus groups or individual interviews
which brings out different perspectives and different pieces
she hasn't done any exploration into focus groups as a method
she sees value in having multiple people interacting
Kelly--would like to (for validity) would like to interview LOTS of people, but that does not fit into her time frame for graduation/doctoral completion
wants what she does in research to make a difference in education
could do a "Barbara Walters"-like special to have it be accessible for practitioners, not just theorist
wants to hear all sides, but that makes it muddy--and overwhelming
Edgar--passionate about his topic, but is afraid of being too objective
wants to do focus groups--maybe some pilot focus groups to find out what they think I need to ask because he would like to have his dissertation to have an impact on the community
he knows that he is very passionate about his topic but would not like that to drive the interview too much
Alec--wants to do a survey and then interview key people (elite interviews?) to compliment his survey or support the survey analysis
he feels like he needs to narrow his question before he researches the field
he is contemplating which communities to study
Liz--plans to do handful of interviews, but am concerned about multiple perspectives
is concerned about being open and not guiding the response
will be interviewing people outside of her department (but that may limit her scope due to cuts within the building)
ideally--would like teachers from multiple disciplines
Andy- is planning on using elite interviews for a rich description of how educational leaders integrate social justice and equity values into their leadership through decision making, policy work, etc.
knows that subjectivity will be an issue
the research is for the purpose of illustrating for other leaders with social justice concerns how others who share their values are able to integrate it into their work
is excited about honing the data gathering and data analysis techniques going into planning for the dissertation proposal
Stacie-originally looked at completing Seidman's 3 step interview approach, but I have changed the direction of my dissertation and feel that approach will not be the correct methodology. I am invisioning individual interviews and possible focus groups.
Concerns with interpretation of self and others
Feel avoiding bias will be difficult
feel like such a novice and how do I gain the experience of interview without prolonging the dissertation any further.
What are the critical questions you have for understanding?
How can an interviewer be open to other perspectives without getting overwhelmed or totally off track in the research?
How much does the interviewer reveal about your research without biasing or steer the conversation?
If you share nothing with the respondent, will they trust you enough to be open and generous in their responses? (and possibly vulnerable)
How does the interviewer avoid driving the conversation in the interview?
When the conversation veers off, how will the interviewer know if that information will be helpful in their research?
How do active interview protocols accommodate both linear and circular self-expression (direct and indirect responders)?
What do you note that helps an interviewer go back to be sure the interview is captured accurately?
What are the circumstances when you use audio or video--or no recording?
When do you realize you have enough?
What about the things that you didn't record? --or is that unethical to include?
How much does the interviewer self-disclose to promote rapport?
- the amount of talking from the interviewer and the interviewee
- shifting topics (p.39--provoking narrative production)
- the source as an empty vessel
- your role as an interviewer is to interview within parameters
- you need to know how to do that (shift) and have flexibility
- you cannot totally remove your own self-interest
- you'll always direct the conversation--it's not likely to be an open-ended conversation (you are probably not Studs Terkel)
=What was new learning for you about reading?
= How do you see yourself using interview as a research tool?What are the critical questions you have for understanding?
Most powerful insights and ideas
Most influential application to practice